This paper explores the use of paralinguistics, defined as cues which facilitate interaction and communication without the use of specific words (e.g., emoticons, emojis) in instructor-student technologically-mediated out-of-class communication (TMOCC). Using an experiment manipulating cue use and instructor sex in initial emails, we examined how respondents’ (N = 236) impressions of instructors’ credibility and immediacy are influenced by these paralinguistics. Results suggest instructors who use paralinguistics may be perceived as more immediate and caring but less competent; perceived trustworthiness was unaffected by paralinguistic use. Instructor sex did not generate significant differences in students’ impressions. These findings have implications for current instructors when engaging in TMOCC with students; limitations and future directions are also discussed.

本文探讨了副语言学的用法，副语言学的定义是在教师-学生以技术为媒介的课堂外沟通（TMOCC）中无需使用特定单词（例如表情符号，表情符号）的情况下，促进了交互和交流的线索。使用的实验操作提示使用和教师性别的初始电子邮件中，我们研究如何受访者（ñ = 236）对教师信誉和即时性的印象受这些副语言学的影响。结果表明，使用副语言学的讲师可能被认为是更直接，更贴心的，但缺乏能力。感知的可信度不受副语言使用的影响。教师的性别并没有对学生的印象产生显着差异。这些发现对现任教师与学生进行TMOCC交流具有重要意义。局限性和未来方向也进行了讨论。